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Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.
Shishigu et al. (Mon,) studied this question.